Syskon och språkutveckling : En jämförelse mellan aktuella forskningsrön och förskollärares resonemang
Sammanfattning: This study was conducted to find answers to whether younger children acquire the language easier if it has an older sibling. Does preschool teacher note that the younger children with older siblings generally have lighter or better language development than those who do not have it? The literature reveals the importance of having loved ones around when learning languages and that emotional attachment is crucial for language development. I apply socio-cultural perspective, and the development-ecological perspective that claims that learning is always embedded in and dependent on social relations of mutuality and interdependence. The methodological framework of the study is phenomenological and makes use of an unstructured interview and a questionnaire that calls for elaborated, written answers from preschool teachers. The results in both the interview and the questionnaire indicate that preschool teachers do not concur with scholars on the issue of the importance of siblings for successful language development. Instead, they claim that language learning is individual, and that it is the first-born child that tends to develop language skills with greatest ease. I conclude that preschool teachers seem to lack knowledge about research done on this subject, but that it is also possible that their experiences and opinions could be the basis of future criticism of current research.
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